Lesson Planning Sample Clauses
Lesson Planning. The development of instructional plans, including both unit and use of lesson plans, is a professional responsibility vital to effective teaching. Principals and/or network administrators shall not require that teachers submit separate unit and lesson plans. Special Education teachers who are working in a co-teaching setting or not providing direct instruction shall supplement the general education teacher’s unit or lesson plan, and shall not be required to submit a separate unit or lesson plan. The organization, format, notation and other physical aspects of and the instructional strategies to be used for the lesson plan are within the teacher’s discretion. Principals or supervisors may require that teachers include certain categories for in instructional plans (i.e., content standards, student learning outcomes, methods of assessment, learning tasks and materials, grade‐appropriate levels of texts, differentiated instructional strategies that meet the needs of the individual students in the class) but may not require a particular format or organization, except when required by accrediting agencies of particular programs that schools are implementing (e.g., International Baccalaureate). Common instructional plans for courses or subjects may be developed and used by grade bands or subject departments. Teachers shall have reasonable time to submit lesson plans or supplements.certain elements for lesson plans, but may not require a particular format or organization, except as a part of a remediation program for teachers who receive unsatisfactory ratings. To accommodate teachers and PSRPs who teach multiple levels or subjects, redundancy shall be reduced to the extent possible and lesson plans may be developed by grade level or subject departments. If a teacher or PSRP uses a template produced by the BOARD or a network, area or other geographic subdivision, such template shall conform to Article 44-21 to reduce the load of paperwork.
Lesson Planning. Lesson plans shall require the Arizona State Standard(s), Learning Target, Success Criteria, and the element of Checking for Understanding. SEI lesson plans will require items mandated by the State of Arizona Department of Education, along with those indicated above. Additional elements and components may be included if an individual teacher demonstrates a need for additional support in mastering professional development initiative(s), is on a Professional Growth Plan, or Improvement Plan. This may also be required of a first year teacher by a site administrator.
Lesson Planning. Written lesson plans are to be prepared by all teachers and be available to the principal upon request. Lesson plans shall be complete enough to permit a substitute to proceed with the general theme of the class.
Lesson Planning. Lesson planning is a professional expectation, since it is an essential component of providing our students with a high quality, standards-based learning experience. ● A plan should exist for each course, class or content area taught. Plans should be accessible for coaches and administrators, either digitally or by hard copy upon request . ● The lesson planning process should add value to an educator's ability to deliver high quality instruction. It should not be an exercise in compliance, but rather offer sufficient preparation to provide for a strong learning experience for all students. ● The expectations established by each school should be aligned to a school's improvement plan and priorities as determined by the Instructional Leadership Team. ● Teachers are expected to use the Workshop Model as the basic template for lesson planning. If, in their professional judgment, the workshop model does not fit the day’s lesson teachers should have a plan that includes, minimally, the following components: o grade level standard, learning and language objective, o description of student task/engagement, o scaffolds/differentiation and o formative assessment of student learning. Teachers should be prepared to explain the change in format.
Lesson Planning. (a) The Board and the Union agree that effective planning is fundamental to the success of the teaching learning process. The parties agree that a joint sub-committee of the FEP will convene on or before June 30, 2006 for the specific purpose of developing a system-wide lesson plan template that will contain the required components of a standards-based lesson plan. The use of this template by teachers shall satisfy the requirements of section B, below, relating to lesson plans. The sub-committee shall consist of ten (10) members, five (5) appointed by the Superintendent and five (5) appointed by the President of the Washington Teachers’ Union.
(b) Lesson plans shall be required of each teacher and such plans may be reviewed by the principal/supervisor at any time upon his/her request. It is understood that lesson plans are used as a guide to the teacher in structuring the learning experiences of pupils. The system-wide template prescribes the minimum required elements for a lesson plan. No teacher shall be required to provide more detail than that which is required in the system-wide template. However, if it is demonstrated that a teacher is in need of assistance to improve his/her teaching and it is determined that the teacher’s planning is deficient, then the supervisor may make suggestions on how planning might be improved.
(c) If the immediate supervisor determines as a result of the DCPS evaluation process that a teacher is in one of these two evaluation categories, “needs improvement” or “performance is unsatisfactory”, then the supervisor/principal shall direct how planning should be improved.
(d) Lesson Plans do not determine a teacher’s effectiveness; therefore, they shall not be used in isolation to determine a teacher’s effectiveness.
Lesson Planning. The Board and the Federation agree that effective planning is a necessary and useful part of the educational process and the parties agree that lesson planning shall be continued in accordance with guidelines established between the teacher and their supervisors.
Lesson Planning. The development of instructional plans, including both unit and use of lesson plans, is a professional responsibility vital to effective teaching. Principals and/or network administrators shall not require that teachers submit separate unit and lesson plans. Special Education teachers who are working in a co-teaching setting or not providing direct instruction shall
Lesson Planning. A. The Board and the Union agree that effective planning is fundamental to the success of the teaching-learning process. Xxxxxx plans shall be required of each teacher and such plans may be reviewed by the principal/supervisor at any time upon his/her request. It is understood that lesson plans are used as a guide to the teacher in structuring the learning experiences of pupils, and that, therefore, the teacher should be the judge as to how much detail should be included. However, if it is demonstrated that the teacher is in need of assistance in improving his/her teaching-learning activities, then supervisory personnel/principal may make suggestions as to how planning might be improved.
B. If the immediate supervisor/principal determines as a result of the DCPS evaluation process that a teacher is in one of these two evaluation categories, “needs improvement” or “performance is unsatisfactory”, then the supervisor/principal shall direct how planning should be improved.
C. Lesson Plans do not determine a teacher’s effectiveness; therefore, they shall not be used in isolation to determine a teacher’s effectiveness.
Lesson Planning. A. Lesson planning is an essential part of effective teaching and learning. The primary function of lesson plans is to facilitate effective teaching.
B. The development of lesson plans by and for the use of the teacher is a professional responsibility vital to effective teaching. The organization, format, notation and other physical aspects of the lesson plan are appropriately within the discretion of the teacher. A principal or supervisor may suggest, but not require a particular format or organization, except as part of a program to improve deficiencies of teachers who receive a less than effective performance rating.
C. Lesson plans should be easy to read and understand as they are left for substitute teachers to implement.
D. Lesson plans are part of the instructional planning process. As has long been the case, supervisors may continue to request and collect lesson plans; however, they may not be collected in a mechanical or routinized manner. When requested, lesson plans will be readily available and provided.
E. Collaboratively, the parties agree to annually meet to update the agreed upon lesson plan guidelines. These guidelines shall outline content suggestions to lesson plans teachers may include when creating lesson plans. These guidelines must be mutually agreed to.
Lesson Planning. Teachers in core content areas are expected to use and internalize the lesson plans provided by their content area leader. To internalize or “intellectually prep” a lesson plan, teachers need to (1) write exemplar responses for key tasks in the lesson plan, (2) script in key ratio or engagement strategies and circulation laps, (3) script in key questions to support students with misconceptions, (4) identify key students to work with/gather data about during circulation rounds, (5) read all related texts tied to the lesson plan. Teachers in non core areas, should at minimum have lesson plans that include the following components: a grade level standard, learning and language objective, description of student task/engagement, scaffolds/differentiation and formative assessment of student learning.